LITR 630
Standards
Common Core State Standards:
RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.
RI.2.10
By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 2-3 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
KTS:
6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning.
6.5 Demonstrates ethical and legal use of technology
ILA 1.2 Candidates understand the historically shared knowledge of the profession and
changes over time in the perceptions of reading and writing development, processes, and
components.
ILA 2.2 Candidates use appropriate and varied instructional approaches, including those
that develop word recognition, language comprehension, strategic knowledge, and
readingwriting connections.
ILA 2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry)
from traditional print, digital, and online resources.
ILA 3.1 Candidates understand types of assessments and their purposes, strengths, and
limitations.
ILA 5.1 Candidates design the physical environment to optimize students use of
traditional print, digital, and online resources in reading and writing instruction.
Grade Level
2nd grade students
Using the class set of Chrome Books, students will go through the Weebly
page to access each of the 4 websites:
http://kids.nationalgeographic.com/animals/octopus/
http://kids.britannica.com/kids/article/octopus/353559
http://zapatopi.net/treeoctopus/
http://marshmallowfluff24.wixsite.com/entertainment-blog/single-
post/2015/08/10/Octopus-Olympiad-Cool-Octopus-Facts
Students will follow along with me, going to one website at a time, stopping to
discuss important points with their elbow partners, table groups, and whole class
discussions.
Everyone click on the first link, the one that says Nat Geo. Talk with your
elbow partner to decide who made this website.
National Geographic Kids. Why does that sound familiar? Right! We have been
using our Nat Geo books about turtles to learn about text features in our non-fiction
texts, and next year as 3rd graders youll be using Nat Geo Reading instead of Journeys.
Talk with your table groups about why National Geographic Kids is a credible author.
Listen to table group discussions and clear up misconceptions as needed.
Does anyone know where you can find when the website was made? Show
students how to find where the date the website was last updated at the bottom of
the page. What problems might we find if the website is old, or outdated?
Think back to when we talked about PIE (authors purpose). Remind your elbow
partners why an author might write a book- or a website! Refer to the previously
made PIE anchor chart to help remind students of our discussions about authors
purpose.
Why did National Geographic Kids create this website? After talking with your
elbow partner, share with your table groups. Use pick-sticks to select students to
share out after students have discussed within their groups. Youre right, I think they
are informing us about octopuses! They are giving us a lot of facts, and including real
photographs.
Continue this discussion with the Kids Britannica website and the
Marshmallowfluff24 site.
Students will the access the Lino Sticky as a table group, and answer the
question, Which websites seem credible? Why?
Using Lino Sticky as an exit ticket to explain which ones are credible sources, and
teacher observations.